`` Still Separate, Still Unequal `` By David Matthews Essay

The battle to achieve a sense of fairness and equality has been relevant amongst humans since the beginning of time. Advocates who effortlessly argue the need for an equal socioeconomic system recognize that little to no change has been made throughout time. Philosopher John Rawls’s principles of fairness and equality state that everyone has a right to basic liberties and the greatest social and economic privileges are granted only if the greatest social and economic benefits are granted to the most disadvantaged people. The articles, â€Å"Still Separate, Still Unequal† by Jonathan Kozol, â€Å"Rethinking Affirmative Action† by David Leonhardt, and Progress Made, but Science Still a Man s World: News by David Matthews, all illustrate how John Rawls’s principles are still not being realized today to their fullest extent. In Jonathan Kozol’s article, he demonstrates how the educational system in America is still racially divided despite the end of se gregation in the 1900s. In David Leonhardt’s article, he conveys the notion that although people have equal rights there still exists a gap in fairness. In David Matthews’s article, he focuses on the fact that women are still overruled by men in the workplace despite previous strong efforts of gender equality in the United States. Based on the article â€Å"Still Separate, Still Unequal† by Jonathan Kozol, it is clear that John Rawls’s principles are not being realized in today s society due to a still-segregated educational system. KozolShow MoreRelatedThe Role of the Death Penalty on Preventing Future Crime Essay8133 Words   |  33 Pagestherefore is irreversible. If we are to take a step so drastic, we must be careful that we apply it rationally and without error. The U.S. Supreme Court recognizes this requirement. It demands special trial procedures such as a two-stage trial that separates questions of guilt from questions of penalty. 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Israel and Judah’s Sins and Destruction Free Essays

Israel and Judah sinned against God which provoked Him to uproot them from their land. According to 2 Kings 17, Israel and Judah failed to follow God’s covenant by worshipping â€Å"other gods† (v. 8), following â€Å"the practices of the nations the Lord had driven out before them, as well as the practices that the kings of Israel had introduced† (v. We will write a custom essay sample on Israel and Judah’s Sins and Destruction or any similar topic only for you Order Now 8), building â€Å"high places in all their towns† (v. 9), setting up â€Å"sacred stones and Asherah poles on every high hill and under every spreading tree† (v. 10), and burning â€Å"incense† in every high place† (v.  11). Way back to the time God saved them out of Egypt, God commanded them as part of his covenant not to â€Å"worship any other gods or bow down to them, serve them or sacrifice to them† (v. 35). But, when they came to the Promised Land, they forgot God’s commandments and His covenant. They, instead, worshipped idols and other gods which made God angry. These idols include one that is shaped like a cow, and the other one â€Å"an Asherah pole† (v. 16). They also worshipped the stars in the heavens and Baal. Worse, they sacrificed their children â€Å"in the fire† and â€Å"practiced divination and sorcery† (v. 17). God sent them warnings through His prophets. In 2 Kings 17: 13, God says, â€Å"Turn from your evil ways. Observe my commands and decrees, in accordance with the entire Law that I commanded your fathers to obey and that I delivered to you through my servants the prophets. † And in 2 Kings 21:12-15, God revealed what he intends to do with them. Yet, despite the warnings God sent, they continued with what they are doing and they have become stubborn and incorrigible. They would not repent from their wickedness. Consequently, God â€Å"removed them from his presence† (2 Kings 17:18) by sending invaders such as the King of Assyria to Israel, and the King of Babylon to the tribe of Judah. These invaders plundered their land and they were brought to another land. So the Israelites were exiled in Assyria as what can be read from 2 Kings 17 and the tribe of Judah was brought to Babylon according to 2 Kings 25. In 2 Kings, there is a cycle of sin, judgment, and restoration of the Israelites and the tribe of Judah. Moreover, there are also prophetic messages through the Minor Prophets Joel and Micah. However, this cycle of sin, judgment and restoration did not only happen to the Israelites and to the tribe of Judah but this is also taking place in our world today. The Prophet Isaiah in Isaiah 66, warns of people who â€Å"did evil in my [God’s] sight and chose what displeases me [God]† (v. 4). They will be judged according to their deeds but if they â€Å"consecrate and purify themselves† (v. 17), God â€Å"will bring all your brothers, from all the nations, to my holy mountain in Jerusalem as an offering to the LORD† (v. 20). Joel, in chapters 1 and 2 of Joel, prophesies of a day when locusts will come to the land and he calls out to the people of Israel to repent from their wicked ways. Along with a call to repentance is the assurance of restoration from God. Likewise, Micah points out the sins of Israel and Judah and prophesies that their â€Å"idols will be broken to pieces; all her temple gifts will be burned with fire† (Micah 1: 7). But God promises deliverance in Micah 2: 12-13. This cycle of sin, judgment, and restoration can be seen in the individuals and in groups of people nowadays. Like for example, an individual person commits a sin of lying and cheating which are minor sins and suffers the consequences for those sins, yet when he/ she repents, God makes a way for that person to be restored and to have a new life. In our times when natural and man-made disasters are happening, most of these are results of man’s neglect and carelessness. However, despite the sins of man, God comes to rescue them and he restores peace to the land. References 2 Kings 17-25. BibleGateway. Com. Retrieved April 21, 2009, from http://www. biblegateway. com/passage/? book_id=12chapter=24version=31 Isaiah 66. BibleGateway. Com. Retrieved April 21, 2009, from http://www. biblegateway. com/passage/? search=Isaiah%2066;version=31; Joel 1 2. BibleGateway. Com. Retrieved April 21, 2009, from http://www. biblegateway. com/passage/? search=Joel%201;2;version=31; Micah 1 2. BibleGateway. Com. Retrieved April 21, 2009, from http://www. biblegateway. com/passage/? search=Micah%201;2;version=31; How to cite Israel and Judah’s Sins and Destruction, Papers

Systems for Education Essay Example For Students

Systems for Education Essay Critically evalue the aims of Vouchers Systems for Education in General From the beginning of the 1980s, Conservative party policy was highly influenced by the virtues of the free market as advocated by a number of right-wing theorists and think-tanks. Like the rest of the public sector, education was not to escape the wrath of New Right ideological reforms that were to ensue. The principal aims of educational policy were to make the system more responsive to industry and more susceptible to market forces; the desired means of achieving the latter being increased parental choice through the introduction of a scheme of educational vouchers. Educational vouchers emerged from the USA in the 1960s and have been described by Arthur Seldon of the Institute of Economic Affairs as a highly flexible instrument, with many variations, that would replace the financing of schools through taxes under political control and bureaucratic supervision by payments direct from parents thus equipped with a new ability ( for the 95% with middle or lower incomes) to compare schools and move between them (Seldon, 1981:1). The subject of vouchers has been much debated in recent months and has, to an extent, been implemented in the nursery and pre-school sector with expansion envisaged across the whole education arena. The basic scheme involves vouchers being given to parents who have children of school age. The vouchers, which have a monetary value of one years education, are passed on to the educational institution chosen by parents or consumers (students). Institutions return the voucher to the government and receive a monetary allocation covering the costs of education for that year. This would entitle consumers to a standard place at the institution of their choice, but those who could afford to do so would be able to supplement the voucher and shop around for a more expensive place, perhaps in the private sector. This implies the creation of a two-tier system with those having the ability to pay, obtaining a better or more exclusive education. The scheme would remain under state control and encourages both state and private schools to participate. Advocates of the scheme believe that it would result in increased choice for consumers, greater competition, more accountability, responsiveness and diversity. In contrast critics argue that the scheme is inequitable, expensive and bureaucratic. The idea of introducing vouchers into education has attracted a variety of support from free market economists such as the Adam Smith Institute as well as public choice economists including Milton Friedman, to liberal educationalists including Chris Jencks. In his book Capitalism and Freedom, Friedman argues that education should be provided by private schools paid for with vouchers. This would introduce the virtues of market allocation to the distribution of educational opportunity. He suggests that the role of the state should be limited to ensuring minimum standards required for a stable society. He argued that the use of vouchers would bring competition, thus developing and improving all schools. This, in turn, would result in several advantages: The injection of competition would do much to promote a healthy variety of schools. It would do much, also, to introduce flexibility into school systems. Not least of its benefits would be to make the salaries of school teachers responsive to market forces (Friedman, 1962:93). Another free market economist, Adam Smith, argued that schools and colleges were protected because of continual and permanent income from government which resulted in a lack of effectiveness and responsiveness. He believed this would be alleviated by introducing a market system, like that of vouchers, by making teachers more innovative and creative. Smith also suggested that the state should limit support to capital expenses leaving parents to pay the schoolmasters salary if they were satisfied with his performance (La Noue, 1972:71). Vouchers have been promoted by right-wing conservatives as a means of empowering consumers and breaking the monopoly of local education authorities. The introduction of vouchers would have a significant impact on local authority funding because at present approximately half of local government spending is absorbed by providing local education.